
anual For 

The Fire Drill 
The Health Drill 
First Aid 
Food Suggestions 



For Use In Public and Private Schools and 
Educsational Institutions of Indiana 



1917 






H. H. FRIEDLEY, State Fire Marshal 



State Fire Marshal Department 



State Board of Health 



Manual for the Fire Drill, Health Drill, 
and First Aid 



PORT WAYNE PRINTING COMPANY 

CONTRACTORS FOR STATE PRINTING AND BINDING 

1917 






INDEX 

PAGE 

The Fire Drill 6 

By the State Fire Marshal 

The Health Drill 13 

By the State Board of Health 

First Aid 16 

By the State Board of Health 

Proper Food 19 

By the State Board of Health 

0. of D. 
NOV 26 19t7 



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PHOTOGRAPHS SHOW PHYSICAL VALUE OF MILITARY 
TRAINING AMONG GUARD 

These photographs, taken just before enhstment and five 
months later, were taken by Lieut. Col. James B. Allison of the 
Second South Carolina Infantry, to show the wonderful im- 
provement wrought by military training. Private Tobe White, 
Co. K, First North Carolina Infantry, left, gained thirty pounds 
in five months, and Private W. C. Bryson, right, of the 
same company gained fifty pounds in the same period. These 
men were stationed at El Paso, Tex., with their regiment on 
border duty. 



FIRE AND HEALTH DRILLS IN PUBLIC SCHOOLS 

Foreword 

The legislature of 1913 passed a law making it the dutj^ of the 
State Fire Marshal, his deputies and assistants, to require teachers 
of public and private schools and educational institutions to have 
one fire drill each month, and to keep all doors and exits unlocked 
during school hours. 

The former Fire Marshal found it difficult to enforce this law, 
and the attention of the legislature of 1917 being called to it, 
a law was passed requiring school officers and teachers to give 
at least one fire drill each month, a certificate to be furnished 
stating that this had been done before the salary for the month 
could be paid. (See copy of law herewith.) 

This is the binding law of Indiana at this time, and with a 
view of assisting teachers in carrying out its provisions, the Fire 
Marshal's office has prepared the accompanying manual of Fire 
Drills. 

Health Drill. The writer having devoted his earlier manhood 
to teaching, and knowing something of the necessity for better 
care of the health, and physicial training of the boys and girls 
in public schools, suggested to Dr. J. N. Hurty, Secretary of the 
State Board of Health that these fire drills that are now required 
by law could be made the nucleus for health drills that would 
be beneficial in the growth and development of the body. Dr. 
Hurty has therefore prepared a short manual, to which the 
teachers' attention is earnestly directed. He also submits sug- 
gestions as to First Aid in case of accident, and altogether his 
recommendations will be found most timely. 

While the fire drill is required but once a month by law, yet 
it is earnestly hoped that both the fire drill and health drill, 
which should accompany it, be made daily. 

The writer has also invited Dr. Hurty to add a recommendation 
in regard to the food of the children. We believe that the teacher, 
by tactful handling of this subject, can exert an influence that will 
add to the better health and growth of the child, in body and mind. 
Governor Goodrich and Dr. Ellis, State Superintendent of 
Public Instruction, highly endorse this movement, and bespeak 
the enthusiastic co-operation of teachers and school officers. 

H. H. FRIEDLEY, 

State Fire Marshal. 



School buildings and assembly halls should be made as safe 
from fire as human ingenuity can make them. Even if this is 
accomplished, there is still danger, and a systematic training of 
schools and audiences to meet emergencies is a most important 
part of our social life. Beginning with the child in school, the 
good effect of such discipline will follow through life. I am 
glad to see that the purpose of this manual is to carry this system 
of drill and training beyond the school room, with a view of mak- 
ing the body of the child into more perfect manhood and woman- 
hood. A great work — and I unqualifiedly endorse it. 

JAMES. P. GOODRICH, 

Governor of Indiana. 

The suggestions you are offering the school children and 
school officials of Indiana in reference to fire drills are timely 
indeed. In no exigency of life is the principal of "safety first" 
more warrantable than in the matter you have under considera- 
tion. The loss of a single life in a public schoolhouse through 
carelessness or neglect of these very simple suggestions of yours 
would be utterly inexcusable and fiendishly criminal. 

Happily our teachers are very alive to the situation, and if 
coached by such pertinent directions as you are offering, would 
probably avert, in any exigency, disaster or death. I cannot 
express in mere words the heartiness I feel in favor of such move- 
ments as your booklet is designed to defend. 

HORACE ELLIS, 

State Superintendent of Puhlic Instruction. 



THE FIRE DRILL 

By the State Fire Marshal 

Section 14 of the State Fire Marshal law provides that: 

''It shall be the duty of the State Fire Marshal, his 
deputies and assistants to require teachers of public and 
private schools and educational institutions to have one 
fire .drill each month and to keep all doors and exits un- 
locked during school hours." 

The General Assembly of the State of Indiana, in 1917, enacted 
the following law: 

"Section 1: Be it enacted by the general assembly of 
the State of Indiana, That it shall be the duty of all 
boards of school trustees, boards of school commissioners 
and township trustees, and all teachers in the public 
schools of this state where any such schools have more 
than one room, to give at least one fire drill during each 
month such school is in session. It shall be the duty of 
the superintendents or principals of such schools and of 
the individual teachers incase no superintendent or principal 
is employed in such schools, to certify to the city or town 
board of school trustees or commissioners or to the town- 
ship trustee, employing such superintendent, principal 
or individual teachers, that fire drills have been held as 
above provided, before such superintendent, principal or 
individual teacher shall be entitled to receive his or her 
salary for any month. 

Sec. 2. It shall be the duty of the board of school 
trustees or commissioners of the city or town, or of the 
township trustee, as the case may be, to require such 
superintendent, principal or individual teacher to file with 
said board or trustee a certified statement that such drills 
have been held as above provided before issuing warrants 
for the payment of such superintendent's, principal's 
or individual teacher's salary or any part thereof." 

The problem of safeguarding the lives of school children, 
and of removing eveiy possible cause which adds to the danger 
of loss of life thi'ough fiie oi' panic in public schools, has received 
much attention at the hands of school boards, school architects, 
and thinking pc^ople gen(M-al]y. 




THE FATAL STAIRWAY 

Entrance of Peabody, Mass., School where twenty-two children 

perished in fire. 



8 

The question of proper construction of school buildings is, 
of course, of the greatest importance, but in all buildings, whether 
of fireproof construction or otherwise, experience has shown that 
one of the most effective means of combatting with the problem 
is the regular and systematic fire drill, and that it has been in- 
strumental in reducing to a minimum the possiblilities of loss 
of life through schoolhouse fires, and resultant panics. 

The degree of efficiency attained in school drills will depend 
largely on the character of the discipline maintained by the teachers, 
and any departure from the strict letter of the rules should be 
followed immediately by proper measures of discipline, as a single 
act of untimely disobedience to the rules might at a critical time 
threaten the safety of the entire school. 

The fire drill, to be the most effective, must be held systemat- 
ically and regularly and should aim at the quickest possible 
dismissal with the least confusion. 

The supervision of exit drills for public schools should be 
simple and direct. This can best be obtained by adapting the 
school organization, through its teaching staff, to the requirements 
of the drill. 

DIRECTIONS FOR THE FIRE DRILL 

Officers 

1. Principal. The principal should be supreme; he should 
fix the time for the holding of all fire drills and preserve a record 
thereof, showing the time required to effect the dismissal of the 
entire school, and enforce measures of discipline. 

2. Floor Chiefs. The principal should select for this position 
teachers who have great self-possession and be capable of controll- 
ing all on their floor. Where, in case of actual fire, it is found 
necessary to change from regular instructions in selections of 
exits, such change will be at the discretion of the floor chief. 

3. Room Captains. These should be the teachers in their 
respective rooms,, whose duty it is to have pupils fall in line 
promptly and pass into halls. 

4. Door Guards. Pupils selected to see that all doors are 
unlocked during school hours, report any found locked to principal 
or teacher. These guards, when fire signal is sounded, to open 
all doors and close them after pupils and searchers leave the room. 

5. Searchers. Pupils appointed for each room to search 



9 

rooms and closets for pupils who may become hysterical or 
faint. 

6. Stairway Aides. Older pupils who have been appointed 
to give assistance and maintain order on stairways. 

Fire Alarm Signal 

7. The fire alarm gong should be so arranged that it will 
sound on each floor simultaneously. The signal should be 
DISTINCTIVE. It should not be used to announce class 
periods. It should be the duty of the principal to familiarize 
floor chiefs and all other teachers with the operation of the fire 
alarm gong, and their duties when fire is discovered. 

Suggestions 

8. Music. Where pianos or other instruments are available, 
the use of march-time music is recommended during dismissal 
and drills. 

9. Assigning Exits. In assigning exits where the capacity 
of the fire escapes is limited, the lower floors should be required 
to use the fire escape in order to reserve the inside stairways for 
the use of the upper floors. Care should be taken in the selection 
of stairways to avoid use of any exposed stair entrances to base- 
ments containing the school heating plant. 

10. Preference should be given to classes of the smaller 
children in the kindergarten and primary grades in the assign- 
ment of exits. 

11. At the sound of the fire signals, all work must cease 
instantly. Pupils should not go after coats or hats. 

12. Boys should lead and girls follow, or, if possible, sep- 
arate exits should be taken. Boys often trample girls in a rush 
and girls are sure to be frightened at boys coming down behind 
them. 

13. The movement of the children should be by the shortest 
route and there should be no crossing of lines. 

14. Children should march by twos. They should hold 
hands or link arms during the march out of the building. 

15. Children should march out in orderly formation, heads 
up, shoulders erect, alert for any emergency, and slightly faster 
than the ordinary walk. 

16. Fire drills should conclude with the continued march 
of the children out and away from the school a sufficient distance. 



10 

17. Fire drilli^ should be to the fire escapes as well as to the 
exits. 

18. Teachers should see that fire escapes are free from ice 
or snow. 

19. Exits should open outward, and be KEPT UNLOCKED 
DURING SCHOOL HOURS. 

Duties of Janitor 

20. Under direction of the principal, the school janitor 
should be required to perform daily the duties of inspector. 

21. It should be the duty of .the school "janitor, as well as 
Door Guards, to see that all doors are unlocked during school 
hours. 

22. The janitor should be required to see that the school 
premises are kept clean at all times, and that no rubbish, debris, 
oily waste, old papers, or other waste material is permitted to 
accumulate about the building. 

23. It should also be a part of the janitor's duties to see that 
any apparent structural defects are called to the attention of the 
proper officials for correction. 

It might be well, after each fire drill, or muchoftener, if possible, 
to have short talks on the subject of fire prevention, evils of 
carelessness, need of cleanliness in homes and surroundings, 
and damage by fire to life and property. Teach the children that 
unclean conditions about the home are not only dangerous to 
health, but also may cause fire. It would also be well to impress 
upon the children the importance of the fire drill, the necessity 
of having confidence in their teachers, and others in charge of the 
drill, and of obeying every order given: that the disobedience of 
an order by a single child may affect the safety of the entire school. 

The amount of good that can be accomplished by proper train- 
ing of the school children of this generation along these lines, 
cannot be estimated. If literature dealing with the subject of 
Fire Prevention is not available at the local library, the State 
Fire Marshal will be able to furnish teachers and others with the 
necessary material for use in the class room. 



11 

HOW TO SAFEGUARD THE SCHOOL FROM FIRE 

1. Keep the school absolutely clean, and remove rubbish, 
oily waste, waste paper, and other refuse daily. A clean school 
seldom burns. 

2. There is always danger from wooden boxes and kindling 
in the furnace room, and such material should be kept in a sep- 
arate compartment. Provide metal or cement receptacles for 
ashes. 

3. There should be an air space of at least eighteen inches 
above boilers, the ceiling being sheathed with metal or asbestos, 
with an air space between it and the ceiling. 

4. All woodwork around stoves, furnaces, and heaters of 
every kind, should be protected with fireproof material. 

5. Call upon the Fire Chief to make regular inspections. 
If he does not do so, report this fact to the State Fire Marshal. 

6. Insist upon frequent inspections of all electric wiring, 
and require that it be maintained in good condition. 

7. Teachers and janitor should require absolute cleanliness 
in lockers, desks, and class rooms. 

8. Special attention should be paid to fire hazards about 
the chemical laboratory, and class rooms where domestic science, 
carpentry, plumbing, painting and varnishing, printing, and 
other special subjects are taught. Buckets of water, small 
fire extinguishers, or other fire extinguishing devices should be 
placed at convenient points. 

9. See that aisles and other passageways are kept free of 
chairs and other obstructions. 



]2 



INDIAN CLUB EXERCISE 




What shall it profit a child to gain the whole realm of Education 

and lose his own Health? 



13 

THE HEALTH DRILL 

By the State Board of Health 

As the FIRE DRILL saves lives from fire, so the HEALTH 
DRILL is aimed to save lives from disease. 

FIRE and DISEASE are mankind's worst enemies. 

The relation, therefore, between the FIRE DRILL and the 
HEALTH DRILL is so well established that the two should be 
carried out simultaneously. 

We must have health to be strong and successful. A healthy 
body is the foundation for powerful self-reliant and successful 
manhood and womanhood. 

To have strong healthy bodies we must begin very early in 
life to train them. The boys of Rome were taught that they 
should train and develop their bodies. Every day they exercised 
to properly round out and strengthen their arms, legs, necks, 
hands, feet, chests and abdomen. Neglect of properly directed 
exercise in these modern days, results in much weakness and dis- 
ease. 

Deeming it practicable and desirable, the State Board of 
Health, at the suggestion of the Fire Marshal, adds to theMarshal's 
fire drill a health drill. It is the hope and expectation of the Board 
that teachers will become interested in the health drill and thus 
lend their aid in securing to their pupils strong bodies, and then 
the knowledge imparted will find fuller practical application by 
the strong child. 

The health drill in connection with the fire drill is to be sup- 
plemental to the latter, and be very simple and short. The idea 
is to take advantage of the fire drill commanded by law, to secure 
to the children health and safety from illness and disease, as well 
as safety from fire. 

The Fire Marshal and the Health Board both earnestly urge 
school superintendents, principals and all teachers, alwa3^s to 
require a short health drill every day by all the pupils, and always 
also after all fire drills. 

Instructions 

J- 

When the columns arrive out in the school yard, give the follow- 
ing commands: 

1. Line Up. This means the pupils shall form a straight 
line in columns two or four deep, according to numbers and ground 
area. 



14 

2. Space. This means for each one to extend his arms side- 
ways level with shoulders, and move sidewise (either right or 
left as stated in the command) until all are in line at arms length 
with at least six inches distance between extended fingers. 

3. Stand Straight, Shoulders Square, chest out, chin up. The 
meaning of this order is clear. 

4. Arms Side. This means to lower arms from shoulder 
extension to the sides. 

5. Arms Up, Breathe in. Hold. This means to raise the arms 
slowly to shoulder level, breathing in through nose with mouth 
closed and hold while captain counts 1-2-3. - Then order (6) — 

6. Arms Side, Breathe out. This means to slowly return 
arms to sides and slowly exhale. 

Repeat commands (5) and (6) five times. 

7. Arms Front, Palms Down. This means to extend arms 
front level with shoulders and palms down. This is done by 
swinging arms straight front from side, elbows and wrists held 
stiff. Repeat five times with the commands^ar^ns side, arms 
front, and adding alternately, palms down, palms up. 

8. Arms Hips, Bodies Right, Return, Bodies Left. This 
means hands on hips, then holding legs stiff, bend body first to 
right, return to erect, finally bend body to left, return. Repeat 
(5) times. 

9. Arms Hips, Bodies Front, Return, Bodies Back. This 
means hands on hips, then bend bodies forward, return to erect 
position, then bend bodies backward. 

10. Fists to Shoulders, right foot forward and back three times, 
left foot forward and back three times. Each time when foot is 
extended, throw arms and fists forward and back. 

These ten movements by no means cover the entire role of 
exercises. They are simply suggested. Teachers may, of course 
add to or subtract from the above numbers as they think best. 
Add marching movements if possible. 

Teachers, if they will, can materially lessen the number of 
slouchy boys and girls. In every school may be found some 
stooped shouldered children with shuffling walk. Straighten the 
children. 

Spencer says — ''First make the child a good animal." 



15 



FIRST AID TO THE UN-INJURED' 




There can be no Beauty without Health. 



16 

FIRST AID 

By the State Board of Health. 

Knowledge of simple first aid to the injured and sick should 
be imparted to all pupils. They would thus become possessed 
of knowledge of very great value and almost certain to have applica- 
tion in their lives. The knowledge would also teach children 
caution and discretion. It is not too earl}^ to begin with children 
ten 3^ears of age. The directions for first aid given herewith by the 
State Board of Health are very simply and far from comprehensive 
and complete. However, they treat the subject fundamentally 
and are certain of value. The State Board of Health urges all 
teachers to become familiar with the short first aid directions 
which follow and carefully drill same into the minds of their pupils. 

First Aid 

The person giving first aid should get the patient to a doctor 
quickly in the best possible condition. The first aider must 
keep cool and work fast without excitement, keep back the 
crowd and loosen all clothing of patient so patient can get as 
much air as possible. He should place the patient in a com- 
fortable position on his back with head turned so vomit, if any, 
will not enter windpipe. In case of bleeding, it should be stopped 
at once. If face is pale, lower head. Fan, if hot and give water 
in sips if patient asks for it. Do not attempt removing him until 
the extent of his injuries is ascertained. 

Shock. When patient is pale, cold and has a feeble pulse 
after an accident, he is probably in a state of shock and should 
be stimulated after bleeding is stopped. This can be done by 
heat; hot water bottles, hot bricks or bath towels wrung out of 
hot water and placed around patient. If he can swallow give 
strong, hot coffee or half teaspoonful aromatic spirits of ammonia 
in half glass water and rub limbs toward the body. 

Wounds and Bleeding. Do not put fingers in wound except 
in extreme emergencies. It is better for the first aider to bind up 
dirt with wound than to spread germs with fingers. Arterial 
blood is bright i-ed and spurts as it comes out. Venous blood is 
dark and flows out in a continuous stream while blood from 
capillaries oozes from the wound. The arterial bleeding is the 
most dangerous. In case an artery in the leg or arm is cut, put 
some small, hard object like a small oval stone over the artery 



17 

on the heart side and bandage firmly. Tighten the bandage 
until bleeding stops. Cover wound with sterilized gauze if 
obtainable and get patient to a doctor as soon as possible as the 
bandage will have to be removed when the distal part turns 
dark, usually about half an hour. 

Sprains. Call a doctor if severe or when in doubt, elevate 
the sprained joint when possible and apply towels wrung out of 
very hot or very cold water. Put joint at rest. 

Fracture. In case of broken arm or leg, do not handle more 
than necessary because (1) of pain to patient, and (2) the sharp 
ends of bone may cut through the skin and make the fracture 
worse. Rest the fractured limb on a padded board from four 
to six inches wide and the length of the broken part. Bandage 
to board above and be;low fracture and bind pillow around limb 
and board. 

Burns and Scalds. Remove clothing, let water out of blisters 
by piercing them low on the side with needle sterilized in a flame. 
Cover as quickly as possible with baking soda dissolved in water. 
Then cover with baking soda mixed with oil, butter, vaseline or 
white of egg. Bandage later with gauze dipped in carron oil, 
i. e. equal parts of linseed oil and lime water. 

Foreign Body in Eye. Do not rub eye. If body is under the 
lid, evert lid and take off speck with surgical gauze wrapped around 
match or toothpick. Wash out with a few drops saturated 
solution boracic acid followed by a drop of olive or castor oil. 

Nose Bleed. Fold up piece of paper, wet in cold water and 
put under upper lip. Bathe face with cold water and do rot 
blow the nose but allow clot to form. 

Bug or^ Other Foreign Body in Ear. Tip head to one side so 
opening of ear is straight up. Drop in a few drops of warm water 
or oil. If this does not remove, do not try to get it out but take 
patient to a doctor. 

Hiccough. Take deep breaths and hold them for a long time. 
Drink water for some time without stopping. If hiccough persists 
go to a doctor. 

Toothache. Fill cavity with piece of cotton dipped in oil of 
cloves or apply tooth plaster to the outside of the gum. This 
will give temporary relief only, so a dentist must be consulted. 

Sunburn. Use cold cream, vaseline, carbolized vaseline or 
toilet cream before or after exposure to sun's rays. Talcum 
powder will sometimes relieve. 



18 



Insect Bites. Appl}^ ammonia or use teaspoonful baking soda 
and one-half teaspoonful carbolic acid to a half pint of water. 

Drowning. Send for a doctor immediately. Raise body at 
waist with face down so water can run out of mouth. Place 
patient on ground face down. Stretch arms at full length above 
head. Turn face slightly to one side. Kneel at one side or 
astride the patient. Place palms of hands on short ribs across 
the small of the back with thumbs nearly together. Bend for- 
ward and let full weight fall on hands and then force the air out 
of the lungs. Then release the pressure by swinging backward. 
This movement should be repeated at the rate -of twelve to four- 
teen times per minute and be kept up for at least two hours or 
until patient breathes unaided. 



CHILD FEEDING IS MOST IMPORTANT 




Two boys — same age — same school. Just a difference of nutrition. 



19 

SCHOOL LUNCHES AND FEEDING SCHOOL 

CHILDREN 

By the State Board of Health 

Few indeed are the school rooms, rural and urban, in which 
poorly or even very badly nourished children cannot be found. 
Many pupils are "slow" because of wrong feeding and even lack of 
food. Nutrition is fundamental for all lines of child develop- 
ment. The lunch hour in all too many Indiana schools is a wast- 
ed opportunity and the parent of disorder, indigestion and general 
discomfort. Luncheons are brought wrapped in newspaper and 
in tin buckets or cardboard boxes. The to-be-pitied child, sits 
down on the coal box, the school steps, at his desk or elsewhere, 
and hurriedly gulps his cold and frequently miserable food. He 
scatters fragments about, soils his clothing, and creates untidiness 
and insanitary conditions. Manners, health and morals are 
injured. 

What shall be done? Obviously, parents, teachers and school 
authorities are to blame. The child is almost helpless. It is a 
pity that so few parents, school authorities and teachers, do not 
know and understand the great importance of the proper feeding 
of children. Eventually the child is what he eats, how much he 
eats and how he eats. 

MODEL SCHOOL LUNCHEONS 
For Children Over Six Years 

Monday. Two bread sandwiches, one meat and the other jam 
or J jelly. Cup of custard. Two sugar cookies. One apple. 
Half pint of milk. 

Tuesday. One buttered bread cheese sandwich with lettuce 
leaf or thin shavings of dill pickle. One buttered bread sand- 
wich with jam or jelly. One cup of boiled rice with sugar and 
butter sauce. One slice of jelly cake. Half pint of milk. One 
orange. 

Wednesday. One buttered bread sandwich with thin slice of 
broiled ham. One buttered bread sandwich with cup of apple 
sauce. One cup of grits with jelly. Half pint of milk. One 
banana. 

Thursday. One buttered bread sandwich with slices of hard 
boiled egg. One buttered bread sandwich with jam. Two 
ounces of homemade fudge. Half pint of milk. One apple. 



20 

Friday. One buttered bread sandwich with cold roast beef 
or dried beef. One buttered sandwich with jelly. One cup of 
tapioca with apple. One piece of sponge cake. Half pint of 
milk. One orange. 

The above are ideal sample lunches, for strong, healthy, normal 
children. For such children the quantity in each is not too great. 
However, the quantity is too great for weak, undersized delicate 
children. For such one sandwich should be omitted, or one of 
the other articles. 

Milk should be in every child's lunch every day. Milk is the 
food of foods, and children who have a dislike for it or say the}^ 
have, should be urged and taught to eat it. Milk should be eaten, 
not drunk down in large swallows. A bite of cracker or cake or 
other foods may be chewed with milk. Stop and think how a 
baby or calf drinks in little streams and you will understand how 
nature intended this sovereign food should be taken. 

Obviously, the ideal or model lunches here given, may be 
changed in many ways. For instance, if the family has had hash 
for breakfast, a hash sandwich may be made which will take the 
place of meat, cheese or egg sandwich. Peanut butter sandwiches 
are excellent. A cold boiled irish or sweet potato may be sub- 
stituted for some other article. Raw vegetables as radishes, 
celery, slaw, lettuce, onions, carrots, are always excellent for 
lunches. It is good dietetics to eat raw vegetables for they add 
materially to right nutrition. A cup of boiled or baked beans 
also cottage cheese make splendid substitutes for meat. 

Of course, sandwiches made with chicken, veal or beef loaf, 
or boiled ham may be used. 

Put in every lunch fruit of some kind; an apple, orange, 
banana, tomato, peach, pear, cherries, grapes. 

It is suggested that one of the sandwiches or the apple or 
other fruit may be eaten at recess if the pupil is hungry. 

For the proper nutrition of the child and to maintain general 
health, an abundant supply of pure cool water is necessary. It 
is an assault upon children not to supply them with plenty of 
pure water. 



